Implementing the Mindfulness-based Awareness Training (MBAT) intervention

Dr Bernadette CarelseEducational Psychologist

Holistic Education CICinfo@holisticeducation.co.ukholisticeducation.co.uk

(C) Dr Bernadette Carelse 127 July 2014

Mindfulness is…“The awareness that

emerges

through paying attention

on purpose,

in the present moment,

non-judgementally

to the unfolding of experience

moment by moment”

(C) Dr Bernadette Carelse 227 July 2014

Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom. Viktor E. FranklPsychiatrist and Holocaust Survivor

Exponential increase in mindfulness research...

1960s - Boom in interest in meditation 1980s – first standardise secular mindfulness programme:

Mindfulness-Based Stress Reduction programme Benefits of mindfulness:

Improves health and wellbeing Reduces chronic pain, stress, anxiety, depression

2006 - Mindfulness wasrecommended by NHS for treatment of depression).

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https://www.youtube.com/watch?v=G_j-gV1njIY&feature=youtu.be

Neuroscience and mindfulness

Improves attention and sensory processing (Lazar et al. 2005)

Heightened empathy and social awareness (Lutz et al., 2008)

Improved positivity (Davidson et al., 2003)

Improved immune response (Davidson et al., 2003)

An improvement in stress regulation by faster reduction in the stress hormone, cortisol (Tang et al., 2007)

Enhanced relationships by improving autonomy, closeness and acceptance of one another (Carson et al., 2004)

Social connectedness (Hutcherson et al.,

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Rationale for the MBAT intervention Emerging evidence that it was feasible to teach mindfulness to

children and it was worthwhile: Improved attentional control Improved emotional regulation and well-being.

But, in 2009, there was no mindfulness intervention for use in schools to support children with SEN.

I had background training, skills and experience in this area and developed these through researching what was out there and working with/ observing/ learning from others.

The MBAT intervention was developed!Aim: to explore children’s experiences of mindfulness

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2010: Mindfulness-based AttentionTraining (MBAT) Intervention

A small-group intervention for use at school action with pupils with mild attentional difficulties

Was implemented in a mainstream primary school Run twice a week over 5 weeks Consisted of 50-minute sessions with:

Teaching on rational and theory

Opportunities to practice Data collection – writing and drawing

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Children’s experiences of mindfulness and the intervention1. Their experiences of mindfulness included:

1. Enhanced positivity2. Mind-wandering: fantasy and recollections. 3. Metaphorical images for their emerging awareness of

attentional processes4. Personalisation of strategies to enhance attentional control.

2. Their views on the intervention itself helped understand how to develop it further.

1. Core practices2. Parental involvement3. Staff understanding

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Reflection 1: How to work within school systems

Individual work and working with the team

around the child

Group work – e.g. The MBAT intervention

Whole school approaches – e.g. MindUP, Dot b.

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Reflection 2: How to enhance all the components of mindfulness

1. Intention to experience new possibilities

2. Discover embodiment

3. Cultivate observation

4. Move towards acceptance

5. Grow compassion

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Intention

AttitudeAttention

Reflection 3: How to keep up with new developments “.b” by Mindfulness in Schools

Project (MiSP) –mindfulnessinschools.org

Breathing Space in Schools – by Srivati - bodhitree.org.uk

Mind-Up – Goldie Hawn Foundation www.thehawnfoundation.co.uk

Mindful Life – by Dr Kristen Race www.mindfullifetoday.com

Inner Kids – Susan Kaiser-Greenland “The Mindful Child” book

MBAT intervention – from doctoral research – Holistic Education

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Mindful-ness in Schools

.b

MiSP

Breathing Space

Mind-UP

Mindful Life

Inner Kids

MBAT intervention

Redesigned MBAT: 2013New setting, with head teacher’s approval, staff inset, MAP

meetings, identification of pupils for the intervention...

1. Consultation with pupil, staff and family.

2. Individual introductory session (30 minutes) to set personal targets using a mindfulness questionnaire and solution-focused approach.

3. Group work: 5 sessions (50 minutes), weekly.

4. Individual review session (15 minutes).

5. Option to repeat the group sessions and reviews.

Followed up with: feedback/ review with pupil, school staff and family, head teacher, staff evaluation.

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ReflectionsThe MBAT:

Children have better engagement and motivation, because the course is personally meaning.

Value of the drawings: the pupil’s ‘voice’

Being able to communicate about mindfulness authentically - having a personal practice.

Being adaptable to needs of those in a school.

The new context:

Value of networking: building a team.

Training needs of staff, families and other professionals

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